1. European Learner Mobility Standardization Cleo Sgouropoulou email: csgouro@teiath.gr

2. CEN WSLT Competency SIG Berlin, December 1 st, 2010 European Requirements The EU should become “the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion”. The EU should become “the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion”. The achievement of this ambitious goal involves “not only a radical transformation of the European economy, but also a challenging programme for the modernization of social welfare and education systems”. The achievement of this ambitious goal involves “not only a radical transformation of the European economy, but also a challenging programme for the modernization of social welfare and education systems”. European Council, Lisbon (Mar. 2000)

3. CEN WSLT Competency SIG Berlin, December 1 st, 2010 European Requirements Education and Training at European level involve Education and Training at European level involve the development of the European Higher Education Area (the “Bologna process”), the development of the European Higher Education Area (the “Bologna process”), the enhanced European co-operation in Vocational Education and Training (the “Copenhagen process”). the enhanced European co-operation in Vocational Education and Training (the “Copenhagen process”). The Commission has taken initiatives to establish synergies between both processes for the design of national frameworks of qualifications and an overarching European Qualifications Framework (EQF) for Lifelong Learning, taking into account the work done in the Bologna and Copenhagen context. The Commission has taken initiatives to establish synergies between both processes for the design of national frameworks of qualifications and an overarching European Qualifications Framework (EQF) for Lifelong Learning, taking into account the work done in the Bologna and Copenhagen context.

4. CEN WSLT Competency SIG Berlin, December 1 st, 2010 EQF aims EQF intend to: EQF intend to: Facilitate the comparability and compatibility of degrees and qualifications Facilitate the comparability and compatibility of degrees and qualifications Facilitate the recognition of degree, experimental, informal and non-formal learning Facilitate the recognition of degree, experimental, informal and non-formal learning Ease mobility Ease mobility Build the link between higher education and lifelong learning Build the link between higher education and lifelong learning Contribute in the improvement of the European cooperation with regards to quality assurance Contribute in the improvement of the European cooperation with regards to quality assurance Foster the social dimension Foster the social dimension Provide more transparency for the labour market and for learners Provide more transparency for the labour market and for learners

5. CEN WSLT Competency SIG Berlin, December 1 st, 2010 EQF Tools Tools for accomplishing EQF aims: Tools for accomplishing EQF aims: European Credit Transfer System European Credit Transfer System Europass: Single Framework for the transparency of qualifications and competences Europass: Single Framework for the transparency of qualifications and competences Europass-CV, a curriculum vitae structure for the presentation of an individual’s qualifications and competences Europass-CV, a curriculum vitae structure for the presentation of an individual’s qualifications and competences Europass-Mobility, which records periods of learning attended by its holders in countries other than their own Europass-Mobility, which records periods of learning attended by its holders in countries other than their own Europass-Diploma Supplement, providing information on its holder’s educational achievements at higher education level Europass-Diploma Supplement, providing information on its holder’s educational achievements at higher education level Europass-Language Portfolio, providing individuals with the opportunity to present their language skills. Europass-Language Portfolio, providing individuals with the opportunity to present their language skills. Europass-Certificate Supplement, describing the competences and qualifications corresponding to a vocational training certificate Europass-Certificate Supplement, describing the competences and qualifications corresponding to a vocational training certificate

6. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Supporting IS The Europass framework and the related support services should rely upon a suitable information system, allowing to link in a coordinated way the completed documents and to make them available to their holders through the Internet The Europass framework and the related support services should rely upon a suitable information system, allowing to link in a coordinated way the completed documents and to make them available to their holders through the Internet The Europass information system is expected to facilitate submission and exchange of information among the interoperating parts, and shall be developed taking into account the opportunity of future developments, with particular reference to the integration of information services on job and learning opportunities The Europass information system is expected to facilitate submission and exchange of information among the interoperating parts, and shall be developed taking into account the opportunity of future developments, with particular reference to the integration of information services on job and learning opportunities Decision on Europass (Dec.2004) Decision on Europass (Dec.2004)

7. CEN WSLT Competency SIG Berlin, December 1 st, 2010 European Reqs revisited… Implementation of the 2006 Recommendation on Further European Cooperation in Quality Assurance will continue to be a major emphasis, as will the implementation of the European Qualifications Framework and strengthening its link to the Framework of Qualifications for the European Higher Education Area… The Lisbon Strategy and the Bologna process will continue to be the framework for the policy agenda for higher education… Implementation of the 2006 Recommendation on Further European Cooperation in Quality Assurance will continue to be a major emphasis, as will the implementation of the European Qualifications Framework and strengthening its link to the Framework of Qualifications for the European Higher Education Area… The Lisbon Strategy and the Bologna process will continue to be the framework for the policy agenda for higher education… Student and teaching staff mobility play a key role in establishing the European Higher Education Area. Student and teaching staff mobility play a key role in establishing the European Higher Education Area.

8. CEN WSLT Competency SIG Berlin, December 1 st, 2010 European Reqs revisited… Institutions participating in Erasmus are called upon to increase both student mobility for study and placement in order to achieve the target of 3 million Erasmus students by 2012, and increase teaching and other staff mobility. Institutions participating in Erasmus are called upon to increase both student mobility for study and placement in order to achieve the target of 3 million Erasmus students by 2012, and increase teaching and other staff mobility. Higher-education organisations are requested to ensure high quality in organising student and staff mobility. Higher-education organisations are requested to ensure high quality in organising student and staff mobility. Europass is a particularly useful instrument for developing transparency and recognition in order to aid mobility. Europass is a particularly useful instrument for developing transparency and recognition in order to aid mobility. European Quality Charter for Mobility (Dec.2006) European Quality Charter for Mobility (Dec.2006) EC DG Education and Culture – LLP Strategic Priorities (Dec.2008) EC DG Education and Culture – LLP Strategic Priorities (Dec.2008)

9. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Where we stand… The enhancement of learner mobility and employability is undoubtedly a high priority action item within the European Education Area. The enhancement of learner mobility and employability is undoubtedly a high priority action item within the European Education Area. The establishment of ECTS and Europass as a framework for the transparent description of qualifications and competences provides the common basis for the well-structured recording of all opportunities for life-long learning including European higher education structures and learners' private / institution-owned information. The establishment of ECTS and Europass as a framework for the transparent description of qualifications and competences provides the common basis for the well-structured recording of all opportunities for life-long learning including European higher education structures and learners' private / institution-owned information. Recording and exchange of Learner Mobility information needs to be efficiently supported by technical interoperability standards. Recording and exchange of Learner Mobility information needs to be efficiently supported by technical interoperability standards.

10. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Main issues Lack of interoperable tools, impeding the recording and/or reuse of data in existing learning management systems for the production of electronic transparency documents and the exchange of information among interested parties Lack of interoperable tools, impeding the recording and/or reuse of data in existing learning management systems for the production of electronic transparency documents and the exchange of information among interested parties Need for development and consolidation of technical interoperability standards as the basis of supporting IS Need for development and consolidation of technical interoperability standards as the basis of supporting IS Harmonization is deemed necessary towards a European solution, in order to provide viable support for emerging European learner information systems and dissuade service providers from developing proprietary services and platforms. Harmonization is deemed necessary towards a European solution, in order to provide viable support for emerging European learner information systems and dissuade service providers from developing proprietary services and platforms.

11. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Towards Implementation Use of Learning Technology Standards and Specifications for the creation of interoperability models of the transparency information schemata defined by the EU Use of Learning Technology Standards and Specifications for the creation of interoperability models of the transparency information schemata defined by the EU Existing standardization efforts mostly based on Learner Information and Learning Opportunities fields, oriented to Existing standardization efforts mostly based on Learner Information and Learning Opportunities fields, oriented to the production of information models capable of adequately describing learner characteristics and learning opportunities the production of information models capable of adequately describing learner characteristics and learning opportunities the provision of mechanisms for the exchange of information among diverse learning systems. the provision of mechanisms for the exchange of information among diverse learning systems.

12. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Towards implementation

13. CEN WSLT Competency SIG Berlin, December 1 st, 2010 CEN ELM standardization activities CEN TC353 and CEN WSLT ELM standardization activities, aiming at the CEN TC353 and CEN WSLT ELM standardization activities, aiming at the Harmonization of approaches towards a European model for the description and exchange of Learner Mobility Information, in accordance with European policy requirements Harmonization of approaches towards a European model for the description and exchange of Learner Mobility Information, in accordance with European policy requirements Contribution to the consolidation and European-wide adoption of electronic transparency documents. Contribution to the consolidation and European-wide adoption of electronic transparency documents. Support of the development of information systems for the implementation of the Bologna process, at institutional, national and European levels. Support of the development of information systems for the implementation of the Bologna process, at institutional, national and European levels.

14. CEN WSLT Competency SIG Berlin, December 1 st, 2010 CEN ELM standardization activities Support of learner mobility and quality assurance in the European educational setting. Support of learner mobility and quality assurance in the European educational setting. Support of the wider availability of brokerage services across the EU. Support of the wider availability of brokerage services across the EU. Enabling of data consistency and facilitation of data quality management. Enabling of data consistency and facilitation of data quality management.

15. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM project objective the development of data models and associated guidelines for the expression and exchange of European Learner Mobility information, as defined by the European Transparency instruments. the development of data models and associated guidelines for the expression and exchange of European Learner Mobility information, as defined by the European Transparency instruments. The results of the proposed work will contribute to the effort towards interoperable European-wide IT systems that manage and exchange Europass related information The results of the proposed work will contribute to the effort towards interoperable European-wide IT systems that manage and exchange Europass related information is likely to result in a multipart standard, starting with the Europass Diploma Supplement. is likely to result in a multipart standard, starting with the Europass Diploma Supplement.

16. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM initial target outcomes At WSLT level At WSLT level CWA on Guidelines on a European Learner Mobility model CWA on Guidelines on a European Learner Mobility model CWA on a draft technical specification of the Europass Diploma Supplement (input to CEN TC353) CWA on a draft technical specification of the Europass Diploma Supplement (input to CEN TC353) At CEN TC353 level At CEN TC353 level Processing of spec through EU NBs for the production of European Norm Processing of spec through EU NBs for the production of European Norm

17. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM working plan & contribution Bring together individual experts, standardization bodies, Europass entities and implementers Bring together individual experts, standardization bodies, Europass entities and implementers First focusing on DS and ECTS First focusing on DS and ECTS Examine existing approaches including the processing of CEDEFOP’s specs Examine existing approaches including the processing of CEDEFOP’s specs Gather identified needs and requirements Gather identified needs and requirements e.g. CEDEFOP reqs for DS model e.g. CEDEFOP reqs for DS model Define appropriate modeling strategy Define appropriate modeling strategy Produce European standards and supporting guidelines Produce European standards and supporting guidelines

18. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM organization & rationale ELM follows two parallel standardization paths: ELM follows two parallel standardization paths: one, that directly addresses the European requirement for rapid implementation and dissemination of the transparency information tools throughout Europe; one, that directly addresses the European requirement for rapid implementation and dissemination of the transparency information tools throughout Europe; while the other focuses on sketching the broader mobility landscape, thus providing the vision and preparing the grounds for the further development, augmentation and exploitation of transparency information that will lead to the implementation of valuable services to the community (e ‑ portfolio, learning and employment opportunity exploration, etc). while the other focuses on sketching the broader mobility landscape, thus providing the vision and preparing the grounds for the further development, augmentation and exploitation of transparency information that will lead to the implementation of valuable services to the community (e ‑ portfolio, learning and employment opportunity exploration, etc).

19. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM standardization areas ELM background and Context ELM background and Context Tasks:  description of concrete business cases and mobility information services (e.g. learning/employment exploration, competence learning outcomes and portfolio) for the several stakeholders of the field  Identification of current policies at national and European levels  Identification of related practice  definition of a conceptual model for describing European Mobility in terms of information tools and required interoperability standards

20. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM background and Context

21. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM standardization areas European Learner Mobility Achievement Information European Learner Mobility Achievement Information Tasks:  Core definitions and business cases  Development of conceptual model  Research of existing specs and structures (MLO, CIM, ECTS)  EuroLMAI Domain Data Model (Abstract Model)  Europass DS Application Profile  Data-binding(s)  Implementation prototypes

22. CEN WSLT Competency SIG Berlin, December 1 st, 2010 EuroLMAI Conceptual Model

23. CEN WSLT Competency SIG Berlin, December 1 st, 2010 A framework for MS

24. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Abstract Model Underlying most metadata specifications there is an assumption about an abstract model (referred to as "meta-model" or "data model"), within the framework of which the metadata is defined. Underlying most metadata specifications there is an assumption about an abstract model (referred to as "meta-model" or "data model"), within the framework of which the metadata is defined. The abstract model specifies the concepts used in the standard, the nature of terms and how they combine to form a metadata description. The abstract model specifies the concepts used in the standard, the nature of terms and how they combine to form a metadata description. The abstract model is the schematics used by an application to understand a metadata expression given in a specific format, thus making it possible for a single standard, though expressed in several different formats, to still be understood in a uniform way by users and applications. The abstract model is the schematics used by an application to understand a metadata expression given in a specific format, thus making it possible for a single standard, though expressed in several different formats, to still be understood in a uniform way by users and applications.

25. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Application Profile Application profiling provides with the ability to use community or domain-specific metadata standards or component parts of those standards in combination. By following application profiling principles, the implementers of metadata standards are able to assemble the components that they require for some particular set of functions. They are also safe in the knowledge that the assembled whole can be interpreted correctly by independently designed applications Application profiling provides with the ability to use community or domain-specific metadata standards or component parts of those standards in combination. By following application profiling principles, the implementers of metadata standards are able to assemble the components that they require for some particular set of functions. They are also safe in the knowledge that the assembled whole can be interpreted correctly by independently designed applications

26. CEN WSLT Competency SIG Berlin, December 1 st, 2010 EuroLMAI Domain Model

27. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM-DS AP of EuroLMAI The ELM-DS model describes the Diploma Supplement Document consisting of: information about the Learner/holder of the qualification; information about the Learner/holder of the qualification; information about the authority that issues the Diploma Supplement; information about the authority that issues the Diploma Supplement; information about the programme of study leading to the described qualification, as well as the actual result for the specific leaner; information about the programme of study leading to the described qualification, as well as the actual result for the specific leaner; information about the component programme units studied, as well as the result and credits in those components (transcript information), and optionally, provider information for modules delivered by an institution different from the awarding one; and information about the component programme units studied, as well as the result and credits in those components (transcript information), and optionally, provider information for modules delivered by an institution different from the awarding one; and additional achievement information additional achievement information

28. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM standardization areas Strategy Planning (Forward thinking) Strategy Planning (Forward thinking) Tasks: Observation of related EU policies Observation of related EU policies Consideration of possible future alignment with other initiatives relevant to ELM (competences/learning outcomes!) Consideration of possible future alignment with other initiatives relevant to ELM (competences/learning outcomes!) Feeding of outcomes/recommendations into policy development for further enhancing transparency information structures Feeding of outcomes/recommendations into policy development for further enhancing transparency information structures Dissemination and liaison activities Dissemination and liaison activities

29. CEN WSLT Competency SIG Berlin, December 1 st, 2010 WSLT-ELM timeline

30. CEN WSLT Competency SIG Berlin, December 1 st, 2010 TC353 timeline CEN TC353 NWI on European Learner Mobility Model Draft for Enquiry produced by 21st May 2009  Draft for Formal vote produced by 5th September 2010 

31. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM accomplished outcomes At WSLT level At WSLT level CWA16133:2010 Guidelines on a European Learner Mobility model (input to CEN TC353 - informative) CWA16133:2010 Guidelines on a European Learner Mobility model (input to CEN TC353 - informative) Two supplements on CWA16133: Recommendations on Intended Learning Outcomes – Technical Report on Electronic Document Authentication Two supplements on CWA16133: Recommendations on Intended Learning Outcomes – Technical Report on Electronic Document Authentication CWA16132:2010 European Learner Mobility Achievement Information Model (EuroLMAI) (input to CEN TC353 - normative) CWA16132:2010 European Learner Mobility Achievement Information Model (EuroLMAI) (input to CEN TC353 - normative) CWA16131:2010 Europass Diploma Supplement Application Profile of the EuroLMAI (input to CEN TC353 - normative) CWA16131:2010 Europass Diploma Supplement Application Profile of the EuroLMAI (input to CEN TC353 - normative)

32. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM accomplished outcomes At CEN TC353 level At CEN TC353 level prEN15981 Europass Diploma Supplement Enquiry Draft (May, 2010) (Positive!) prEN15981 Europass Diploma Supplement Enquiry Draft (May, 2010) (Positive!) Resolution of Comments Resolution of Comments prEN15981 European Learner Mobility Model – EuroLMAI submitted for Formal Vote (September, 2010) prEN15981 European Learner Mobility Model – EuroLMAI submitted for Formal Vote (September, 2010)

33. CEN WSLT Competency SIG Berlin, December 1 st, 2010 ELM 2.0 Integrating Learning Outcomes and Competences Learning outcomes what a learner knows, understands or is able to do at the end of a learning process Emphasis on ability to do irrespective of routes of acquisition Supports better matching between education and training provisions and labour market needs Associated with a learner-centered approach Increases transparency of qualifications Facilitates validation of non- formal and informal learning Promotes mobility, employability, adaptability

34. CEN WSLT Competency SIG Berlin, December 1 st, 2010 The shift to Learning Outcomes Credits Learning outcomes Proficiency Levels Time/ duration Learning settings & contexts Learning activities Vocational Profiles Qualification Framework Recognition Certification Assessment Principles Documentation for stakeholders LET opportunities School-based Workplace-based Formal Non-formal Informal School-based Workplace-based Formal Non-formal Informal

35. CEN WSLT Competency SIG Berlin, December 1 st, 2010 Learning Outcomes as KSC EQF, ECVET (Learning Outcomes defined as KSC) K - The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. S - The ability to apply knowledge and use know-how to complete tasks and solve problems. C - The proven ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development.

36. CEN WSLT Competency SIG Berlin, December 1 st, 2010 The way ahead: Enhancing ELM standards

37. CEN WSLT Competency SIG Berlin, December 1 st, 2010 The way ahead: Enhancing ELM standards Work on: Work on: information model and associated guidelines for capturing and exchanging concepts and data on personal achievements of knowledge, skills, and competences in alignment with the European initiatives and frameworks like EQF, Europass and ELM information model and associated guidelines for capturing and exchanging concepts and data on personal achievements of knowledge, skills, and competences in alignment with the European initiatives and frameworks like EQF, Europass and ELM Based on: Based on: existing concepts and models of the e-portfolio, European skills passport and in particular sector-specific e-Competence Framework (e-CF) for the e-competences related to the ICT skills sector existing concepts and models of the e-portfolio, European skills passport and in particular sector-specific e-Competence Framework (e-CF) for the e-competences related to the ICT skills sector EU project results: ICOPER, eCOTOOL, WACOM EU project results: ICOPER, eCOTOOL, WACOM

38. Thank you! Cleo Sgouropoulou email: csgouro@teiath.gr